Literaturnachweis - Detailanzeige
Autor/inn/en | Shepard, Lorrie A.; Smith, Mary Lee |
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Titel | Flunking Kindergarten: Escalating Curriculum Leaves Many Behind. |
Quelle | In: American Educator: The Professional Journal of the American Federation of Teachers, 12 (1988) 2, S.34-38 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Academic Failure; Child Development; Curriculum Development; Early Childhood Education; Grade Repetition; Kindergarten; Kindergarten Children; Preschool Education; Primary Education; Theory Practice Relationship; Young Children Kindesentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Pre-school education; Vorschulerziehung; Primarbereich; Theorie-Praxis-Beziehung; Frühe Kindheit |
Abstract | Study of kindergarten retention in Colorado reveals the following: (1) kindergarten retention does nothing to boost subsequent academic achievement; (2) regardless of what it is called, kindergarten retention creates a social stigma; and (3) kindergarten retention feeds the escalation of inappropriate academic demand in first grade. Policy implications are discussed. (BJV) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |